COMMUNICATION OF PEOPLE WITH MENTAL RETARDATION

理解语言是理解智力低下的关键 因为语言控制、表达或调解了我们三大 发展领域：智力、社会和身体领域。 因此，语言必须是理解和理解的中心焦点 精神发育迟滞研究。 拟议的语言研究是由一种概念化的语言指导的 强调发展尖端中心的人类发展， 一种改变，无论是被视为行为、技能、能力、感知， 或者动机，这对接下来应该发生的正常情况是至关重要的 发展。尖点是一种改变，如果不做出改变，就意味着 在其领域内有可能或有可能进一步发展，但一旦实现， 允许发生一系列重要的后续发展。 在拟议的研究中选择要研究的尖点是 似乎对语言和交际的过程是至关重要的 发展，是交际学中不同观点的代表 发展(从早期和初级到晚期和成熟)，是 代表了各种人的问题，包括那些 智力低下者，跨越智力和社交领域 发展，并且似乎服从于现实的干预，以便产生 这些发现将直接有助于预防或补救某些 精神发育迟滞的各个方面。建议研究的尖点包括： (1)表示行动的词语和手势的出现 或智力低下儿童之间的距离事件，以及 象征性指称交际的出现； (2)典型发育和患有唐氏症儿童的比率 综合症以自然的方式为他们的表达词汇增加了新词 住宅； (3)培养对物体进行分类或分类的能力 在儿童中以简单和复杂的方式共同举办活动 精神发育迟滞； (4)刺激名的中介作用在认知过程中的出现 智力落后人群中等价性概念的发展； (5)自我指导的中介功能在大学生中的发展 典型发育儿童和智力障碍儿童的问题解决 发育迟缓； (6)发展积极的人际关系，有助于更多 成年人与精神障碍的有效和适当的互动 弱智和教他们的人。

Understanding language is crucial to understanding mental retardation because language controls, express, or mediates much of our three major developmental spheres: the intellectual, social, and physical realms. For this reason, language must be a central focus of understanding and research in mental retardation. The proposed research on language was guided by a conceptualization of human development that stress the centrality of the developmental cusp, a change, whether seen as one of behavior, skill, ability, perception, or motivation, that is crucial to what should come next in normal development. A cusp is a change that, if not made, means that little further development is possible or likely in its realm but, once made, permits a significant set of subsequent developments to occur. The cusps chosen to be studied in the proposed research were ones that appear to be critical to the process of language and communicative development, are representative of a diversity of points in communicative development (from early and rudimentary to late and sophisticated), are representative of the problems of a diversity of people including those with mental retardation, span both the intellectual and social realms of development, and seem amenable to realistic intervention so as to produce findings that will contribute directly to preventing or remediating some aspects of mental retardation. The cusps proposed to be studied are: (1) The emergence of the use of words and gestures that signify action or events at a distance among children with mental retardation and the emergence of symbolic referential communication; (2) The rate at which typically developing and children with Down syndrome add new words to their expressive vocabulary in their natural homes; (3) The development of the ability to classify or categorize objects and events together in simple and more complex ways among children with mental retardation; (4) The emergence of the mediating function of stimulus names in the development of equivalence concepts among people with mental retardation; (5) The development of the mediating function of self-instructions in problem solving among typically developing and children with mental retardation; (6) The development of positive relationships that contribute to more effective and appropriate interactions between adults with mental retardation and the people who teach them.